Constructivist view of knowledge: Constructivism emphasizes the dynamic nature of knowledge, and holds that knowledge is not the final answer to the question, but is constantly revised with the progress of human beings and the emergence of new assumptions and explanations; Knowledge cannot accurately summarize the laws of the world, and needs to be recreated according to specific conditions. In addition, knowledge can't exist outside the concrete individual in the form of entity. Although we give knowledge a certain external form through language symbols, learners will still understand and construct their own knowledge according to their own experience and background.

Constructivism view of learning: Constructivism emphasizes active constructiveness, social interaction and situational learning in learning appreciation. The active constructiveness of learning means that students can actively synthesize, reorganize and transform existing knowledge and experience, thus explaining new information and finally constructing knowledge content with personal significance; Social interaction is mainly manifested in that learners and learning are not isolated behaviors, but are carried out in a certain social and cultural environment. Although many times the learner seems to be studying alone, his learning materials, learning tools and learning environment in Ayong belong to the society and are the accumulation of collective experience. The context of learning mainly refers to the context of learning, knowledge and wisdom, and it is believed that knowledge cannot exist in isolation from the activity scene. Only through practical application activities can we truly understand knowledge. Therefore, people's learning should be linked with situational social practice activities, and by participating in certain social practice, they can gradually master relevant social rules and form corresponding knowledge.

Constructivism's view of students: Constructivism attaches great importance to the existing experience structure of learners, and holds that when learning new information and solving new problems, learners can often form explanations of problems based on relevant experience and their own cognitive ability. Through the study of children's early cognitive development, it is found that even very young children have formed much more knowledge and experience than we thought. Therefore, teaching should not ignore students' existing experience, but take children's existing knowledge and experience as the growth point of new knowledge and guide children to develop new knowledge and experience from the original knowledge and experience.

Second, the influence of constructivism on today's educational reform.

In the process of education and teaching, teachers should pay more attention to students' individual characteristics and teach students in accordance with their aptitude. It does not teach all students exactly the same principle knowledge, but enables each student to construct new knowledge content according to his own knowledge and experience.

Pay more attention to students' meaning construction in the teaching process, and inspire students to construct their own cognitive structure through appropriate learning strategies. Such as cooperative learning.

Give full play to students' dominant position in the teaching process, emphasize students' autonomy and initiative, and actively discover, analyze and solve problems in the learning process. Students have changed from passive recipients of knowledge to active information collectors, and teachers have changed from instigators of knowledge to guides to guide students to construct the meaning of knowledge. Teachers and students are common learning partners and collaborators.